Practice-based inservice teacher education: Generating local theory about the pedagogy of group work

Joanna Higgins, Raewyn Eden

Abstract


Developing local theories about what best works for Māori students is of critical importance to Aotearoa New Zealand. This discussion paper focuses on grouping as arranging for learning, by examining multiple ways in which grouping as pedagogy appears in practice settings and associated literature. We take the stance of interpretive bricoleurs to generate understandings of group work in light of a new moment in New Zealand’s pedagogical history, that of practice-based teacher education. We explore three examples of local theory cogenerated in English-medium education settings with predominantly Māori learners. We identify the emergence of an expanded set of practices that illuminate multiple internal contradictions within government, school-based, and practice-based discourses about group work as arranging for learning.


Keywords


learning environment; group work; arranging for learning; local theory; practice-based

Full Text:

PDF

References


Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, New Zealand: Ministry of Education.

Alton-Lee, A., Hunter, R., Sinnema, C., & Pulegatoa-Diggins, C. (2012). BES Exemplar 1: Developing communities of mathematical inquiry. Ministry of Education.

Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/pāngarau: Best evidence synthesis iteration (BES). Wellington, New Zealand: Ministry of Education.

Bishop, R., Berryman, M, Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: The experiences of Year 9 and 10 Māori students in mainstream classrooms. Wellington, New Zealand: Ministry of Education.

Blatchford, P., Kutnick, P., Baines, E., & Galton, M. (2003). Toward a social pedagogy of classroom group work. International Journal of Educational Research, 39, 153–172.

Bourdieu, P. (1977). Outline of a theory of practice (Vol. 16). Cambridge University Press.

Chapin, S. H., O’Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn (2nd ed.). Sausalito, California: Scholastic.

Cohen, E. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), pp. 1-35.

Cohen, E. G., & Lotan, R. A. (2014). Designing Groupwork: Strategies for the heterogeneous classroom (3rd ed.). New York NY: Teachers College Press.

Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3-14.

Denzin, N. K., & Lincoln, Y. S. (2011). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (4th ed., pp. 1–19). Thousand Oaks, California: Sage Publications.

Dilworth, M. E., & Brown, C. E. (2001). Consider the difference: Teaching and learning in culturally rich schools. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 643-667). Washington D.C.: American Educational Research Association.

Elmore, R. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1-26.

Fellner, G. (2014). Broadening our lenses of perception to advance learning: An introduction to multilectics. Teaching and Teacher Education, 37, 169-182.

Galton, M., & Williamson, J. (1992). Group work in the classroom. London: Routledge.

Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205.

Higgins, J., with Parangi, M., Wilson, R., & Klaracich, Y. (2005). Effective teaching strategies for Māori students in an English-medium numeracy classroom. In J. Higgins, K.C. Irwin, G. Thomas, T. Trinick, J. Young-

Loveridge, Findings from the New Zealand Numeracy Development Projects 2004 (pp.74-78). Wellington: Ministry of Education.

Hunter, R. K. (2007). Teachers developing communities of mathematical inquiry (Unpublished doctoral thesis). Massey University, Auckland, New Zealand.

Hunter, R. (2010). Changing roles and identities in the construction of a community of mathematical inquiry. Journal of Mathematics Teacher Education, 13(5), 397–409.

Lamy, M., & May, S. (2014). PISA 2012: Series on the learning environment volume II: Delivery of maths. Wellington, N.Z.: Ministry of Education.

May, S., Cowles, S., & Lamy, M. (2013). PISA 2012: New Zealand summary report. Wellington, NZ: Ministry of Education.

McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386.

McDonald, M., Kazemi, E., Kelley-Petersen, M., Mikolasy, K., Thompson, J., Valencia, S. W., & Windschitl, M. (2014). Practice Makes Practice: Learning to Teach in Teacher Education. Peabody Journal of Education, 89(4), 500–515.

McKinley, E., Stewart, G., & Richards, P. (2004). Māori students in science and mathematics: Junior programmes in secondary schools. set (3), 9-13.

Metge, J. (1995). New growth from old: The whānau in the modern world. Wellington, N.Z.: Victoria University Press.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2008). Book 3: Getting started. Wellington, New Zealand: Ministry of Education.

Ministry of Education. (2009). Mathematics standards for years 1-8. Wellington, New Zealand: Learning Media.

Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington, New Zealand: Ministry of Education.

Ministry of Education. (2013). Ka Hikitia: Accelerating Success 2013-2017. Wellington, New Zealand: Ministry of Education.

Murphy, C. & Carlisle, K. (2008). Situating relational ontology and transformative activist stance within the ‘everyday’ practice of coteaching and cogenerative dialogue. Cultural Studies of Science Education, 3(2), 493-506.

OECD. (2013). PISA 2012 results: What makes schools successful? Resources, policies and practice (volume IV). OECD Publishing.

Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.

Roth, W-M., & Tobin, K. (2002). At the elbow of another: Learning to teach by coteaching. New York: Peter Lang.

Roth, W-M. & Tobin, K. (Eds.) (2005). Teaching together, learning together. New York: Peter Lang.

Sewell, W. H. (1999). The concept(s) of culture. In V. E. Bonell & L. Hunt (Eds.), Beyond the cultural turn (pp. 35–61). Berkeley: University of California Press.

Smith, G. (1995). Whakaoho whānau: New formations of whānau as an innovative intervention into Māori cultural and educational crisis. He Pukengokorero, 1(1), 18-36.

Stetsenko, A. (2008). From relational ontology to transformative activist stance: Expanding Vygotsky’s (CHAT) project. Cultural Studies of Science Education, 3, 465-485.

Tobin, K. (2005). Learning to teach and learn in diverse and dynamic classrooms. In W-M. Roth & K. Tobin (Eds.). Teaching together, learning together. New York: Peter Lang.

Tobin, K. (2012). Interpretive approaches to multi-level, multi-method, multi-theoretic research. In S. R. Steinberg & G. S. Cannella (Eds.), Critical qualitative research reader (pp.116-128) New York: Peter Lang.

Tobin, K., & Ritchie, S. M. (2012). Multi-method, multi-theoretical, multi-level research in the learning sciences. Asia-Pacific Education Researcher, 21(1), 117–129.

Tobin, K., & Roth, W.-M. (2006). Teaching to learn: A view from the field. Rotterdam, The Netherlands: Sense.

Walkerdine, V. (1984). Developmental psychology and the child-centred pedagogy: The insertion of Piaget into early education. Changing the subject: Psychology, social regulation and subjectivity, 153-202.


Refbacks

  • There are currently no refbacks.